【分　 类】 教育科学
【关 键 词】
【来 　源】 互联网
【收　 录】 中文学术期刊网

正文：
Introduction
Hall and Wright (2007) point out that there appears to be a growing consensus that using video recordings of lessons for the purposes of professional development is a useful means. However, As Brophy (2004) reminds us that video is a technology. Therefore, how to use classroom teaching videos for teacher professional development matters. And thus, critical reflection of classroom teaching videos is an important way for teacher professional development since this helps teachers to achieve the goal of effective learning and teaching in classroom discourse through improving teachers’ ability to notice and classroom awareness. Based on the above ideas, this paper will analyze a video TESOL class in an University English Language Center based on cognitive and affective domain of learning, and then reflection on the TESOL teaching and suggestions are to be given based on my own observation.
 
General Description of the Program and the Classroom Setting
Learners’ &Teacher’s Background
The class was a multi-cultural class with 10 students, coming from different countries. Their English level is intermediate. The teacher is from New Zealand with the bachelor degree of English Literature as well as a certificate of TESOL. She has been teaching English in New Zealand for six years.
Theoretical framework for analyzing the classroom teaching
Based on the educational goals advocated by Bloom (1956), the cognitive domain of learning, to be more specific, the content knowledge and application, and the affective domain, especially the model put forward by Keller (1987) which is called ARCS will be adopted loosely as the framework in the analysis.
 
Observation and Analyses of the class
The topic of that class was Cultural Shock. After opening the class with a brief introduction, the teacher asked students to do a listening task. The second activity was a vocabulary learning task. Students were asked to match each word with the meaning. Then the students were asked to do another listening exercise about the stages of cultural shock. During the last 15 minutes, it was a reading comprehension exercise.
 
Critical Reflection of the classroom teaching
Firstly, the topic of that lesson was clear, and the materials were all appropriate to that topic. Secondly, it was a student-centered class where students were provided with many opportunities to get involved in tasks. Furthermore, since the teacher asked students from different countries to sit together, the student-student and teacher-student interaction were balanced, and students did get the feeling of being included and respected. Last, the teacher successfully managed time.
 
However, some aspects of the progress did not meet my before-class expectation. First of all, the atmosphere of the class was less active. Then, though the student-student and teacher-student interaction were balanced, it seemed the interaction was not enough. Furthermore, the teacher failed in giving a natural linking between tasks, and the reason for each task was not expressed clearly beforehand, so it seemed that some of the tasks started abruptly.
 
Rethinking “Good” TESOL Teaching  
­ Clear and specific objectives which are appropriate to target learners
­ Selection of materials and designing of activities which should meet the linguistic and communicative objectives of the class
­ Positive class atmosphere in which students get motivated
 
Conclusion
Use of video for teacher professional development has become prevalent in today’s technology world. And researchers have reported promising findings associated with different types of videos to boost teacher learning. However, if videos are to be used effectively, critical reflection is indispensable since Critical reflection involves thinking and problem solving, which is a process in which capable individuals attempt to make sense of challenging situation, define goals for improvement and pursue actions to accomplish them. Therefore, reflection on video class can enhance viewers’ understanding of professional practice through improving their awareness of the pedagogy they use in classroom teaching and their capability of noticing what are important in classroom teaching as well. This paper, through observing the classroom teaching of a TESOL class, critical reflection is given based on a framework that is a synergy of cognitive and affective objectives of learning, which in turn, serves as a learning process of the author’s professional development experience.